Research – Page 34 – The Sport Journal

The effects of Perceptual-Cognitive training on Subjective Performance in Elite Athletes

Authors: F. Moen1, M. Hrozanova2, and A. M. Pensgaard3

Centre for Elite Sports Research, Department of Education and Lifelong Learning, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, Trondheim, Norway, 2Centre for Elite Sports Research, Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Science, Norwegian University of Science and Technology, Trondheim, Norway, 3Department of Coaching and Psychology, The Norwegian School of Sport Sciences, Oslo, Norway

Corresponding Author:
Frode Moen
E-mail address: frode.moen@ntnu.no
Tel. : +47 932 487 50
Postal address: Department of Education and Lifelong Learning
Norwegian University of Science and Technology
N-7491 Trondheim, Norway

Frode Moen is currently the head manager of the Norwegian Olympic Sports Center in the Mid-Norway region, where he also has a position as a coach / mental trainer for elite athletes and coaches. He also is an associate professor at the Department of Lifelong Learning and Education at the Norwegian University of Science and Technology. He previously has worked as a teacher in high school where sport was his major subject, and he has been a coach for the national team in Nordic combined in Norway for several years. Frode received his Ph. D. in coaching and performance psychology from the Norwegian University of Science and Technology. His research focuses mainly on coaching in business, coaching in sport, communication, performance psychology and relationship issues.

The effects of Perceptual-Cognitive training on Subjective Performance in Elite Athletes

ABSTRACT
This current study examines if a perceptual-cognitive training program, such as the Neurotracker (NT) 3-dimensional (3D) multiple object tracking (MOT) device, has the potential to improve elite athletes’ performances in dynamic sports. Fifty-four elite athletes from boxing, wrestling, women handball, women soccer, orienteering, biathlon, alpine skiing, sled hockey, badminton and table tennis completed a pre-post quasi experiment over a period of 5 weeks (46% males and 54% females). The results show that the NT baseline scores and subjective performance improved significantly during the experiment. However, subjective performance improved only when learning rate and number of targets were controlled for. The results are discussed in regard of applied implications and possible future research.
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U.S. Sports Academy2018-05-02T13:03:13-05:00May 31st, 2018|Research, Sports Studies and Sports Psychology|Comments Off

Sports Coach Mentoring – Impacts on the Mentors, not the ‘Mentees’. A Case Study of the Active Sussex Coach Support Officers Scheme.

Authors:Philippe Crisp
University of Chichester
College Lane, Chichester, West Sussex
PO19 6PE, United Kingdom
e) phil.crisp@chi.ac.uk, tel.) 01243 816000

Abstract

In the field of learning theories associated with coach education, there exists an understanding that the use of informal learning has a greater impact and importance on the development of coaching practice than that of formal coach education (10, 17, 21). Many National Governing Bodies (NGBs), sports providers, and sports clubs have increasingly turned to the use of mentoring as a learning and support strategy for their coaches. There is now much literature supporting the positive effects that mentoring programmes can have on those mentored (2, 8, 33). However, there is to date relatively little literature concerning the effect that the mentoring programmes may have on the mentors themselves.

This study presents data accrued from a collaborative mentoring project developed by the author and Active Sussex, one of the 45 County Sports Partnerships (CSP) in England that act as part of the Sport England delivery system. The key findings from the study are threefold and suggest that 1) formalised mentoring programmes can benefit both the mentee and mentor through shared experience and problem solving; 2) that developing communities of learning for the mentors helps support and contextualise problems with others in similar positions and facilitates time and space to maximise learning through social interaction; and 3) that working together not only helps the coaching practice of the mentors, but likewise can also help with an increase in their professional profile and differences in how external agencies viewed their practice and perceptions of them as ‘experts’ – because of their involvement in the scheme.
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U.S. Sports Academy2018-04-26T10:43:17-05:00May 17th, 2018|Research, Sports Coaching|Comments Off

Mindfulness Meditation Intervention with Male Collegiate Soccer Players: Effect on Stress and Various Aspects of Life

Authors: Zeljka Vidic, Mark St. Martin, Richard Oxhandler

Corresponding Author:
Zeljka Vidic, Ph.D.
1903 West Michigan Avenue
Kalamazoo, MI 49008-5426
Zeljka.vidic@wmich.edu
269-387-2677

Zeljka Vidic is an Assistant Professor/Program Coordinator for the M.A. Coaching Sport Performance and the Undergraduate Coaching Minor at Western Michigan University

Mindfulness Meditation Intervention with Male Collegiate Soccer Players: Effect on Stress and Various Aspects of Life

ABSTRACT
Collegiate athletes face a unique set of challenges in an environment that demands their best in the athletic, academic, and personal arenas of their lives. In recent years, the National Collegiate Athletic Association (NCAA) has increased its attention towards the enhancement of collegiate athletes’ overall mental health with the goal of helping athletes cope more effectively on- and off-the court. One technique that has gained attention in the sport setting due to its all-around beneficial effects on health and well-being and athletic performance is the practice of mindfulness. This mixed-method study investigated the effects of a 6-session mindfulness meditation intervention on a United States NCAA Division III men’s soccer team’s (n=18; ages 18-22) stress levels and various aspects of their lives. Qualitative results revealed that athletes had overall positive perceptions of the mindfulness meditation intervention across various aspects of their lives in the form of: enhanced focus, increased calmness, improved awareness, and being more present-oriented. Quantitative results demonstrated overall decreases in stress over the course of intervention, however these findings did not reach statistical significance. Overall, the findings of this study suggest that mindfulness meditation training has the potential to be an effective approach to assisting athletes derive positive benefits on- and off-the court.
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U.S. Sports Academy2018-04-23T13:08:09-05:00May 10th, 2018|Research, Sports Studies and Sports Psychology|Comments Off

Proposing and Testing Models for Assessing Student Engagement, Self-Regulation and Psychological Need Satisfaction in Ethiopian Sports Academy Setting

Authors: Tefera Tadesse, Aemero Asmamaw, Sirak H/Mariam, Diane Mack

Corresponding Author:
Tefera Tadesse
POBOX: 5110
Jimma, Ethiopia
teferatadsse@gmail.com or tefera.tadesse@ju.edu.et

Dr. Tefera Tadesse, PhD, is Associate Professor of Curriculum and Instruction in the Department of Teacher Education and Curriculum Studies, Jimma University.
Dr. Aemero Asmamaw, PhD, is Assistant Professor of Education Psychology and works in the College of Social Sciences and Humanities, University of Gondar. asmamawam@gmail.com
Dr. Sirak H/Mariam, PhD, is Assistant Professor of Sports Science in the Sport Science Academy, Kotebe Metropolitan University, Ethiopia. sirakha@yahoo.com
Prof. Diane Mack, PhD, is a Professor in the Department of Kinesiology, Faculty of Applied Health Sciences, Brock University. dmack@brocku.ca

Proposing and Testing Models for Assessing Student Engagement, Self-Regulation and Psychological Need Satisfaction in Ethiopian Sports Academy Setting

ABSTRACT
This study was conducted to investigate the score validity and reliability of three constructs assessing student engagement, self-regulation, and psychological need satisfaction of students in two Ethiopian sports academies. A multi-method validation approach was used comprising first of expert judgment and pilot testing. The tenability of the conceptual model was examined on student athletes (N = 257) using structural equation modeling. The main finding illustrated empirical support for the three-factor engagement model, four-factor self-regulation model, and three-factor psychological need satisfaction model. Implications of the study are also discussed.
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U.S. Sports Academy2018-04-12T10:04:47-05:00April 19th, 2018|Research, Sports Studies and Sports Psychology|Comments Off

Concussion: Video Education Program for High School Football Players

Authors: Gillian Hotz, Ph.D.; Raymond Crittenden, M.S.; Bryan Pomares, M.H.S.; Jonathan Siegel, B.S.; Kester Nedd, D.O.;

Corresponding Author:
Gillian Hotz, Ph.D.
1095 NW 14th Ter
Miami, FL 33136
ghotz@med.miami.edu
302-243-4004

Gillian A. Hotz, PhD is a research professor at the University Of Miami Miller School Of Medicine and a nationally recognized behavioral neuroscientist and expert in pediatric and adult neurotrauma, concussion management, and neurorehabilitation. Dr. Hotz is the director of the KiDZ Neuroscience Center, WalkSafe and BikeSafe programs, and has been co-director of the Miller School of Medicine’s Concussion Program since 1995. She continues to assess and treat many athletes from Miami-Dade County public and private high schools, University of Miami, and from other colleges and the community.

Concussion: Video Education Program for High School Football Players

PURPOSE
The aim of this study was to use technology to improve participant’s knowledge about concussions. The study also collected attitude and behavior data regarding concussions.

METHOD
During the 2015-2016 football season, three high school football teams were presented with a comprehensive concussion education video. A student iClicker response system were used to answer concussion-related questions during pre-, post-, and 3-month post-testing periods. In addition, a set of attitude and behavioral questions at the 3-month post-testing period were added. Athletes who participated in all testing periods were included in the analysis.

RESULTS
A total of 152 high school football players were educated about concussions. Overall, mean test scores showed a significant difference in gained knowledge across the three testing periods (p<0.002). Athletes reported that receiving education about concussions promoted safer play; however, most athletes reported a willingness to continue playing despite having symptoms of an injury.

CONCLUSIONS
The use of a concussion education video and iClicker response system were beneficial for improving concussion knowledge. However, it had minimal effects on symptom-reporting behavior for high school football players in Miami-Dade County. Further research is needed to evaluate the impact of concussion education programs and the best methods of dissemination. Future studies should evaluate the team culture and prevailing attitudes on reporting symptoms.
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U.S. Sports Academy2018-04-12T09:18:00-05:00April 17th, 2018|Research, Sports Studies and Sports Psychology|Comments Off